Transcript Highlights:

• This money is directed to support tribes and government entities in their education programs.
• If the Navajo Nation Education Department says we're going to have an after-school... program in Shiprock
• and their programs.
• It empowers local control to design and implement education programs.
• What are they doing to design and implement education? program. The other issue is accountability.

Transcript Highlights:

• The Rebbe taught that every individual and every individual action has an impact on our universe.
• HB 612 by Shaheen, relating to the establishment of an education savings account program and insurance
• on public education.
• Public Education.
• referred to the committee on public education.

Keywords: 1184, house, all

Transcript Highlights:

• program or anything like that.
• I'm about a pilot program. I think the way in which we commodify education is concerning.
• I'm about a pilot program. I think the way in which we commodify education is concerning.
• So me as an individual, I do have a board of education Facebook account that I'll reshare things from
• There's not a whole lot of individuality in public education at this point in our state.

Keywords: 959, house, all

Summary: The Committee on Children and Families heard public testimony on Senate Bill 1002, which would move St. Charles County school board elections and school levy/bond questions to the November general election, extend school board terms to four years, and allow candidates to voluntarily list party affiliation. The bill sponsor argued the change would increase turnout, broaden parent and taxpayer participation, and better align school board decisions with the broader electorate. Supporters echoed those points, saying April elections have low turnout, campaigning is difficult in winter, and November voting would give more residents a voice. Opponents, including school board members, parents, and the Missouri School Boards’ Association, argued the bill unnecessarily singles out St. Charles County, could politicize school board races, and might bury local issues on crowded November ballots. Several witnesses said school boards should remain nonpartisan and warned that four-year terms and the loss of staggered elections could reduce continuity and institutional knowledge. Others said limiting levy and bond questions to November could delay urgent district needs and reduce local flexibility. Some supporters and opponents also debated whether the bill should be statewide rather than county-specific. After testimony, the committee moved into executive session and voted Senate Substitute for Senate Bill 1002 “do pass” by a vote of 10 aye, 5 no, and 1 present. The committee also voted Senate Substitute for Senate Bill 1135 “do pass” by the same 10 aye, 5 no, and 1 present margin.

Transcript Highlights:

• During the session, we'll staff both House Education and Senate Education.
• So, special education units, bilingual and multicultural services, elementary programs, including fine
• arts and physical education, K-12 plus programs.
• education services, but they do have to services required by a student's individualized education plan
• programs at the higher ed level. bound to study K-12 education, with the exception of teacher preparation

Transcript Highlights:

• out individuals.
• It expands eligibility for temporary educator certifications to include individuals whose professional
• Let's take up tab 50, CS for SB 7038 on education by Education Post-Secondary, and Senator Calatayud,
• The bill strengthens the Department of Health's education program also for the care and treatment of
• We're going to take up tab 49, CS for SB 7036 on education by the Education Pre-K through 12 Committee

Summary: The committee first confirmed six appointees in a single vote, then took up a series of bills, most of them reported favorably. The early debate centered on SB 208, a land-use bill by Sen. McLean that would require development fees to reflect review costs and create more objective compatibility standards for residential development denials. An amendment adding housing-related provisions, including an OPAGA study of urban development boundaries, drew extended discussion over the Everglades and local control; it was adopted, while a late-filed amendment on rural boundaries was withdrawn. The bill was then reported favorably after supporters and opponents, including Miami-Dade and housing groups, weighed in. The committee also favorably reported SB 686 on agricultural enclaves after amendments adding conservation, wildlife corridor, and Everglades-related protections, with one amendment specifically preserving stronger protections in counties covered by the Northern Everglades/Indian River Lagoon plan. Several criminal justice and public records measures also advanced. SB 436 would add resisting an officer with violence as a qualifying prior offense for battery enhancement and include certain felony battery offenses in prison release reoffender status. SB 830 would extend public-records protections to county and city administrators and related family information. SB 990 would authorize protected cell captive insurers in Florida. SB 600, on bail bonds, drew the most debate: an amendment by Sen. Rouson preserved the current treatment of charitable bail organizations’ deposits, with supporters arguing nonprofits help low-income defendants and critics saying the bill should distinguish commercial and nonprofit bonding; the amendment was adopted and the bill reported favorably. SB 914 on dry needling and SB 1434 on infill redevelopment also passed, the latter with an amendment removing a 10% markup requirement for buyback provisions. The committee then moved through a large education and health agenda. SB 1504 would let high school students who complete an insurance/personal finance elective qualify later for a customer service representative license. SB 1718 would expand educator preparation and temporary certification options. SB 7038 was a broad education package covering tuition waivers for Florida State Guard members, residency rules, consumer protections, dual enrollment, grading, and college funding; amendments clarified workforce licensure and exempted certain dental training from new licensure rules. SB 1092 on podiatric medicine added definitions and restrictions for cellular/tissue-based products. SB 1138 on qualified contractors created a pre-application review program for certain local governments, with historic-preservation carveouts. SB 186 on student health and safety required seizure-training and action plans in schools, and SB 560 on child welfare streamlined psychotropic-medication procedures for children in state care while adding youth advisory meetings and insurance-data review. SB 902, a broad Department of Health bill, addressed medical marijuana facility setbacks, practitioner discipline, autism microcredentials, marriage and family therapy licensure, a neurofibromatosis grant program, and family home health aide delegation; it passed after two amendments. Finally, SB 218 on land-use regulations limited hurricane-recovery restrictions to affected counties, SB 1002 expanded child-neglect definitions tied to parental drug abuse, SB 1474 tightened biosolids land-application rules, SB 1708 eased out-of-state veterinary licensure by endorsement, and SB 314 established a Florida regulatory framework for payment stablecoins aligned with federal law. Most measures were reported favorably by committee vote after brief testimony or no debate.

Transcript Highlights:

• We believe that with an education and the proper tools and access to the opportunity, individuals can
• We believe that with an education and the proper tools and the access to the opportunity, individuals
• the Educational Adequacy Fund as requested by the Department of Education.
• The Department of Education also receives general revenue, Educational Excellence Trust Fund, and Educational
• programs providing...

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• This shows that this program helped us fill critical special education vacancies using talent that was
• These included individuals coming from roles outside of education, from higher education programs, and
• So if I could just very briefly, so we do have the Educators Rising program, which that is a program
• so thinking about Educators Rising, Educator Fellows, our teacher residency programs, all of these things
• of that program and with that we would be addressing special education educators as well.

Transcript Highlights:

• Um, again, uh, the program has different ways to get your hunter education program.
• Um, again, uh, the program has different ways to get your hunter education program.
• Um, again, uh, the program has different ways to get your hunter education program.
• Um, again, uh, the program has different ways to get your hunter education program.
• Um, again, uh, the program has different ways to get your hunter education program.

Keywords: 1189, house, all

Transcript Highlights:

• relating to educational scholarship programs.
• Today, the Florida Education Finance Program—he sent me a fan—has been overtaken by change.
• And that number will follow them so long as they're part of the Florida Education Finance Program.
• to educate them in.
• education plans, also known as an IEP, their education plan, known as an EEP, 504 plan, or their ELL

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• When education funding falls short, it's not just a budget issue.
• childhood education in Arkansas.
• Freedom Account Program.
• Freedom Account Program.
• where the higher income individuals are benefiting.

Summary: The Senate Revenue and Tax Committee met to consider Senate Bill 1, sponsored by Senator Jonathan Dismang, which continues the state’s long-running effort to reduce Arkansas income tax rates. Dismang said the bill would lower the personal income tax rate retroactive to January 1, 2026 and delay the corporate income tax change until the following January, bringing the rate down from 7% to 3.7%. He also said the bill would use existing surplus funds and estimated that a person making $65,000 would see their effective tax burden reduced by about 45% compared with earlier rates. The committee heard several witnesses in opposition, including a United Methodist pastor/social worker, a parent describing her son’s disability and need for supported living services, representatives from Arkansas Appleseed and Arkansas Advocates for Children and Families, and a Marshallese community advocate. They argued that Arkansas should preserve revenue for public schools, health care, food assistance, housing, rural hospitals, early childhood education, and disability services, and said the tax cuts would disproportionately benefit higher-income taxpayers while providing little relief to working families. Several speakers cited low state spending relative to national averages and warned that further cuts would worsen existing service gaps. In closing, Dismang and other supporters said the state can be both compassionate and competitive, that no essential services would be cut by the bill, and that Arkansas has continued to grow revenue despite prior tax reductions. Members emphasized balancing service funding with economic competitiveness and noted the legislature’s focus on lower-income tax brackets in earlier reforms. The committee then voted to do pass SB1, and the bill was approved.

Transcript Highlights:

• , often through individualized education programs or IEPs.
• , often through individualized education programs or IEPs.
• , often through individualized education programs or IEPs.
• , often through individualized education programs or IEPs.
• , often through individualized education programs or IEPs.

Keywords: U.S. House of Representatives Floor Proceedings on Tuesday, January 13, 2026, 1012, house, all

Transcript Highlights:

• Been based on graduate medical education, whether it was as a psychiatry residency program director or
• Regarding graduate medical education, which includes residency and fellowship programs, also per a California
• care education and training in areas of unmet need in California by funding education and training programs
• through our graduate medical education program for primary care providers.
• It is the only state Graduate Medical Education (GME) program focused exclusively on primary care and

Keywords: 988, house, all

Transcript Highlights:

• I think that when you are looking at economic assistance programs, the individuals that are eligible
• Just some notes on here is that the data shows that this program has been successful: 65% of the individuals
• That was a great thing that program was put in place because individuals who might be 75 or 80, oftentimes
• That was a great thing that program was put in place because individuals who might be 75 or 80, oftentimes
• program.

Summary: The committee first approved the February 11, 2026 minutes and then received an update from the North Dakota Housing Finance Agency on the interagency council on homelessness and continuum of care funding. Testimony described rising homelessness tied to tight housing markets, low incomes, aging homelessness, barriers to rental assistance and public benefits, and limited shelter and case-management capacity. Members discussed the need for more affordable housing, continued one-time funding for the North Dakota Homeless Grant and Housing Incentive Fund, better coordination with Health and Human Services on economic assistance and human service zones, landlord engagement, recovery housing, and reentry housing. The committee also heard that federal continuum of care funding remains uncertain, with possible shifts away from permanent supportive housing and housing-first models; members asked for a future update on the impact if federal rules reduce the share available for permanent housing. The committee then took testimony on accessibility of government services for people who are blind or visually impaired. Paul Olson of North Dakota Vision Services School for the Blind described current screening and service delivery, including infant referrals, regional staff, short-term programs, and collaboration with vocational rehabilitation. He said the targeted screening system is working, recommended maintaining the current model, and noted ongoing challenges with staffing, public awareness, and accessible state websites and documents. Public testimony from a visually impaired resident and a deaf resident emphasized barriers such as CAPTCHAs, inaccessible PDFs, employment forms that screen out applicants based on driver’s license status, shortages of interpreters, and the need for video remote interpreting and video relay services, along with training for users and agencies. Finally, the committee heard a final report on the study of child care provider licensing from HHS Early Childhood Director Kay Larson. The report summarized provider input and committee discussion on simplifying North Dakota’s child care licensing structure, reducing administrative burden, and balancing that with health and safety standards. Key topics included licensing categories, child care assistance eligibility, food program sponsorship, staff qualifications, training requirements, ratios and group size, age bands, and preschool exemptions. The committee’s recommendations included streamlining to three provider types plus a preschool designation, revising ratio and age-band rules, and carrying forward certain preschool outdoor-space exemptions. Larson noted that any changes would require statutory changes, rulemaking, and a transition period before new licensing rules could take effect.

Transcript Highlights:

• Earning a bachelor's degree in our CSU and UC programs, or outside of those programs here in this state
• Degree programs. Individual degree programs.
• We don't have the information that the individual campuses have at the program level to know...
• We don't have the information that the individual campuses have at the program level to know that, you
• We're not micromanaging the campuses in terms of how to progress individually at the program level.

Summary: The committee held an oversight hearing on a state audit examining California’s community college transfer process and whether streamlining it could improve access to bachelor’s degrees. Opening remarks from legislators emphasized that California’s transfer system is central to equity and workforce development, but that only about one in five transfer-intending community college students complete a transfer within four years. Members highlighted disparities by race, region, campus, and major, and pointed to confusion created by differing requirements across the UC, CSU, and community college systems, including limits and inconsistencies in the Associate Degree for Transfer (ADT), TAG, and major-specific prerequisites. State Auditor’s staff said the audit found that while UC and CSU systemwide enroll more transfer students than the Master Plan target, individual campuses and high-demand STEM programs often do not. The audit identified barriers including unclear and varying course requirements, limited counseling and education plans, insufficient counselor staffing at some campuses, and weak equity plans. It also found that many students never even apply because they do not accumulate enough units or cannot navigate the process. The auditor described examples where transfer students with strong preparation were denied at selective campuses and noted that articulation alignment across systems remains limited. Representatives from UC, CSU, and the Community Colleges responded that transfer remains a top priority and described ongoing reforms. UC cited a new public dashboard, data-sharing agreements, new transfer pathways, and an ADT pilot at UCLA, while saying campus-level capacity and program differences limit how much can be standardized from the system office. CSU said it admits more than 90% of eligible transfer applicants, is expanding transfer planning tools and direct outreach, and is implementing SB 640’s Transfer Success Pathway Program. Community Colleges said transfer reform must focus on clearer credit mobility, more consistent articulation, and broader ADT adoption. Members pressed the systems on inconsistent major requirements, the need for better coordination, and whether campuses are fully prioritizing transfer students; no votes were taken during the hearing.

Transcript Highlights:

• So an alternative program would be a regular education placement because alternative programs are not
• And then once they have an alternative program, we can approve a special education program within that
• education program within it so special education program within it so they<00:51:16.319> have<
• that special education program within that alternative<00:51:49.000> program<00:51:49.480>
• education those are approved programs education those are approved programs that<01:32:19.760>

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.

Transcript Highlights:

• <00:54:30.319> uh individuals end up on the program uh individuals end up on the program uh
• But several other examples, for example, individual education programs, or IEP services, that's actually
• standard individual in the program 51.8% standard individual in the program 51.8% of<01:03:07.240
• <01:03:29.880> education<01:03:30.400> programs example uh individual education programs
• example uh individual education programs or<01:03:30.960> IEP<01:03:31.440> Services<01

Keywords: 1187, senate, all

Transcript Highlights:

• It funded diversion slots for individuals on the medically dependent children program, the MDCP program
• It funded diversion slots for individuals on the medically dependent children program, slots for individuals
• that program.
• The program does allow for expedited transfer to ICE to properly adjudicate those individuals.
• Full and individual evaluations for students who are evaluated for special education services.

Summary: The Senate opened with an invocation and then took up several conference committee matters and resolutions. It granted the House request for a conference committee on House Bill 46 and adopted a conference report on Senate Bill 37, which was described as higher education governance reform, including stronger board authority, changes to faculty senates, general education requirements, and a new ombudsman office. Senators also adopted a large package of resolutions and HCRs by voice vote. A major focus was Senate Bill 12, the “Parental Bill of Rights,” whose conference report was adopted after extended questioning. The bill was described as giving parents more access to school materials and grievance procedures, requiring parental consent for student clubs, and restricting school district employees from assisting with social transitioning or related gender-identity instruction. Senators raised concerns about effects on students already socially transitioned and on parental rights in medical or psychological decisions; the author said the House language was retained in key areas and that districts would need policies and parent notification. The report passed 20-11. The Senate then adopted a resolution allowing the conference committee on Senate Bill 1, the state budget for fiscal years 2026-2027, to go outside the bounds, and later adopted the budget conference report. Senators highlighted major funding for public education, property tax relief, public safety, health and human services, child care, water and transportation infrastructure, and the Texas Energy Fund. The budget discussion also covered higher education, mental health facilities, community attendant wages, rural hospitals, DFPS case management, child care assistance, and a study rider on TRS. The report passed unanimously, 30-0. Finally, the Senate suspended rules to take up Senate Bill 8 and adopted its conference report. The bill requires counties with jails or jail contracts to participate in the federal 287(g) immigration enforcement program, with sheriffs choosing among available models and counties receiving tiered grants to help cover costs. Supporters framed it as a public safety measure targeting criminal illegal aliens, while opponents questioned whether it would divert local resources and increase fear in immigrant communities. The report was adopted after debate.

Transcript Highlights:

• the program was established to help paraprofessional educators and substitute teachers working in North
• Since the fall of 2020, more than 220 education professionals have completed this program.
• We tested eight programs based on risk factors such as enrollment caps, program admissions, and program
• degree programs.
• They have unemployment insurance filings by individual, and they connect that with the higher education

Summary: The committee was called to order, the Pledge of Allegiance and prayer were offered, and the minutes from the previous meeting were approved. Members then received a memo summarizing major audit items and began hearing audit presentations from the State Auditor’s Office and private auditors on a range of state agencies and organizations. Several audits were reported as clean, including the Bank of North Dakota, the North Dakota Guaranteed Student Loan Program, the Office of the Governor, the Office of the State Treasurer, the Office of Management and Budget, the Department of Transportation’s flexible transportation fund, Lake Region State College, and the Department of Environmental Quality. The North Dakota Stockmen’s Association also received an unmodified opinion, though repeat findings were noted for limited segregation of duties and financial statement preparation due to its small staff. The Council on the Arts audit found two findings: payroll charged to federal awards without adequate timekeeping records, and unallowable expenditures from a restricted cultural endowment fund. The Department of Public Instruction audit identified unsupported scholarship applications in the paraprofessional-to-teacher program, though additional testing showed the funds were used for their intended purpose. The most extensive discussion centered on the North Dakota Racing Commission audit, which identified four findings: overspending the promotion fund’s 25% operating limit, grant conditions not being met, improper Breeders Fund awards, and improper procurement for advertising services. Racing Commission director Bruce Johnson acknowledged complacency and weak controls, said the agency would tighten procedures, and explained that the commission had since worked with procurement and would follow the rules more closely. Auditors also explained that the commission would now be audited every two years because of the findings. Another major discussion involved the University of North Dakota School of Law, where auditors found a lack of documentation supporting admissions decisions for post-baccalaureate programs. UND officials said they remain in good standing with the American Bar Association but agreed better documentation and tools are needed; the committee pressed for more transparency and follow-up on admissions criteria. The committee also received an update on Dakota College at Bottineau, where Minot State University reported that bank reconciliations had been brought current after a significant backlog and would now be maintained through shared services. Members requested a written follow-up report on the issues and corrective actions. Finally, the North Dakota Fair Association explained that its foundation has been dissolved and remaining funds were transferred to another nonprofit for continued support of the state fair, and the Department of Public Instruction provided an update on school meal debt, saying the reported amount was about $1.1 million from a partial district survey and that debt remains a local issue, though it could be revisited if school meal funding changes.

Transcript Highlights:

• ownership education, financial planning, and individualized counseling.
• ownership education, financial planning, and individualized counseling.
• ownership education, financial planning, and individualized counseling.
• ownership education, financial planning, and individualized counseling.
• through providing home ownership education, financial planning, and individualized counseling.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:06:58.759> um education I think that this program um education I think that this program
• typical education program but I know typical education program but I know that<00:21:08.679>
• program special education apprenticeship program that<00:49:16.960> started<00:49:17.480>
• This is one major difference from our regular special education programming or, in general, higher education
• This is one major difference from our regular special education programming or, in general, higher education

Keywords: 1187, senate, all